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Successful Transition to Secondary School in Tanzania: What Are the Barriers?

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  • Andrew Joyce‐Gibbons
  • David Galloway
  • Andrew Mollel
  • Sylvester Mgoma
  • Michael Pima
  • Enos Deogratias

Abstract

Transition to secondary school is a problem internationally. Tanzanian students face an additional challenge as the medium of instruction changes from Kiswahili to English. An 18‐item questionnaire (N = 383) and focus groups (primary standard 7, secondary forms 1 and 3, and primary and secondary teachers) were used in this study. Most students started secondary school with high expectations. These were qualified by experiences of bullying and punishment. Teachers recognised students losing hope as an explanation for truancy. However, they lacked both the training to teach English and knowledge of alternatives to punishment. Peer mentoring potentially addresses these challenges during transition. © 2017 The Authors Journal of International Development Published by John Wiley & Sons Ltd

Suggested Citation

  • Andrew Joyce‐Gibbons & David Galloway & Andrew Mollel & Sylvester Mgoma & Michael Pima & Enos Deogratias, 2018. "Successful Transition to Secondary School in Tanzania: What Are the Barriers?," Journal of International Development, John Wiley & Sons, Ltd., vol. 30(7), pages 1142-1165, October.
    • Handle: RePEc:wly:jintdv:v:30:y:2018:i:7:p:1142-1165
    DOI: 10.1002/jid.3304
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    Cited by:

    1. Haggai Kennedy Ochieng & Cho Yeonsung, 2021. "Political Economy of Education: Assessing Institutional and Structural Constraints to Quality and Access to Education Opportunities in Tanzania," SAGE Open, , vol. 11(3), pages 21582440211, September.

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